Project Management Factory Move to Mexico
asmahamane
ProjectDescription-ProjectManagementClass-20211.docxProject Management 1 of 9
Spring 2021
Project Management Application
The objective of the project is to apply the theory and principles learned in the classroom to a factory move from Greensboro, North Carolina to Mexico. The project requires a simplified project charter including title, purpose, description, objective, success criteria, funding, major deliverables, acceptance criteria, milestone schedule, assumptions, constraints, risks, project manager, reporting requirements, sponsor and signature block.
The project’s major focus will be on the planning section of the project. The major areas will be communications, real estate selection, personnel, equipment move, methods, quality, and customer.
Communication
This plan must include notifying the stakeholders. Identify your stakeholders and determine a plan to keep them informed.
Real Estate Selection
Real Estate includes determining the location in Mexico, building or leasing, closing the “deal” and securing permits.
Personnel
Personnel includes informing your current employees, establishing a moving or lay-off package, hiring in Mexico, and training.
Equipment Move
Equipment will be moved from the factory in Greensboro and added to in Mexico. The following is a high-level view of the current and proposed equipment.
GREENSBORO
Vat 1 Assembly line 1
Vat 2 Assembly line 2
MEXCO
Vat 1 Assembly line 1
Vat 2 Assembly line 2
New Vat 3 New Assembly line 3
Methods
Methods includes determining and documenting the procedures needed to produce the candy. Methods also include the generation of standards and production of any training materials.
Quality
Determine an overall quality plan for the progress of the move, installation, and planned quality monitoring in the new location.
Customer
In the customer plan, make sure the customer is informed, no product delays are experienced, shipping is seamless in the new location, acknowledgement and buy-in are obtained.
Your team will focus on one area. Each team will be assigned two areas, from which one will be selected by the team.
For the area selected, you will need to identify at least 15 items which will require duration times, assigned personnel, and cost. Your team can brainstorm to determine these items. Once these items are assigned build the project plan in ProjectLibre. Start the project on January 3, 2022. Some project items may depend on the completion of items in other areas. In those cases, make assumptions about when those items will be complete; so that, your project can be completed. In your paper, provide the assumptions that are being made.
Of course, a Gantt Chart and a network diagram will be needed for your project as well as other report outputs from ProjectLibre. The critical path must be clearly identified.
The team’s major activities may include:
Organize the project team, and elect team head;
Collect information for estimates, which may include observation, interview, or internet search;
Apply the concept and techniques of project management based on the information collected;
Place the project into ProjectLibre and generate reports with the proposed schedule and delivery dates;
Write a project report using the APA style;
Generate an oral presentation using PowerPoint.
The APA paper should be provided on the day of the presentation and be at least 7 pages in length and contain 3 or more references. The ProjectLibre or MS Project outputs will need to be submitted and integrated as a portion of the paper. The outputs will count toward obtainment of the 7 pages.
For the PowerPoint presentation, all team members should present. Presentations should target for a 20 minute time limit. Evaluation of the team and individual performance (contributions) in completion of the project will be made following the department’s rubrics which are attached. Also, teammates may have grade adjustments based on the last set of internal participation questions.
Furthermore, for the group paper should any teammate not participate; then, that student’s name will not be on the cover page and receive no credit for the written portion of the assignment.
Use this project to increase your teamwork skills.
Good luck on this project.
Dr. West
Oral Presentation Rubric
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Max. 20 Points each Category |
Level of Mastery |
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4 |
3 |
2 |
1 |
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Organization Clear and consistent in organization pattern - specific introduction and conclusion, sequenced materials within the body, and transitions. |
20 points Organization pattern (specific introduction and conclusion, sequenced materials within the body, and transitions) is clearly and consistently observable and is skillful, and make the content of the presentation cohesive. |
15 points Organization pattern (specific introduction and conclusion, sequenced materials within the body, and transitions) is clearly and consistently observable within the presentation. |
10 points Organization pattern (specific introduction and conclusion, sequenced materials within the body, and transitions) is intermittently observable within the presentation. |
5 points Organization pattern (specific introduction and conclusion, sequenced materials within the body, and transitions) is not observable within the presentation. |
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Language Language in presentation is appropriate to audience, and supports the effectiveness of the presentation. |
20 points Language choices are imaginative, memorable and compelling, and enhance the effectiveness of the presentation. Language in presentation is appropriate to audience. |
15 points Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. |
10 points Language choices are mundane commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience. |
5 points Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience. |
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Delivery Appropriate delivery techniques and audience satisfaction |
20 points Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident. |
15 points Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. |
10 points Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. |
5 points Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. |
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Supporting Materials Appropriate references to information or analysis which supports the presentation or establishes the presenter’s credibility / authority on the topic. |
20 points A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which significantly supports the presentation or establishes the presenter’s credibility / authority on the topic. |
15 points Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which generally supports the presentation or establishes the presenter’s credibility / authority on the topic. |
10 points Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis which partially supports the presentation or establishes the presenter’s credibility / authority on the topic. |
5 points Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis which minimally supports the presentation or establishes the presenter’s credibility / authority on the topic. |
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Central Message Central message is clear and consistent with the supporting material. |
20 points Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported). |
15 points Central message is clear and consistent with the supporting material. |
10 points Central message is basically understandable but is not often repeated, and is not memorable. |
5 points Central message can be deduced, but is not explicitly stated in the presentation. |
Written Rubric
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Level of Mastery |
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4 |
3 |
2 |
1 |
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Context of and purpose for writing includes considerations of audience purpose, and the circumstances surrounding the writing task(s). |
20 points Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned tasks and focuses all elements of the work. |
15 points Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned tasks (e.g. the tasks align with audience, purpose, and context). |
10 points Demonstrates awareness of context, audience, purpose and to the assigned tasks (e.g. begins to show awareness of audience’s perceptions and assumptions). |
5 points Demonstrates minimal attention to context, audience, purpose and to the assigned tasks (e.g. expectation of instructor or self as audience). |
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Content development Appropriate, relevant, and compelling content; mastery of the subject or explore ideas within the context of the discipline. |
20 points Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work. |
15 points Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. |
10 points Uses appropriate and relevant content to develop and explore ideas through the most of the work. |
5 points Uses appropriate and relevant content to develop simple ideas in some parts of the work. |
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Genre and disciplinary conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields. |
20 points Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing tasks, including organization, content, presentation, formatting, and stylistic choices. |
15 points Demonstrates consistent use of important conventions particular to a specific discipline and/or writing tasks, including organization, content, presentation, and stylistic choices. |
10 points Follows expectations appropriate to a specific discipline and/or writing tasks for basic organization, content, and presentation. |
5 points Attempts to use a consistent system for basic organization and presentation. |
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Sources and evidences Use of relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. |
20 points Demonstrates skillful use of high quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. |
15 points Demonstrates consistent use of credible, relevant sources to support ideas that are suitable within the discipline and genre of the writing. |
10 points Demonstrates attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. |
5 points Demonstrates attempt to use sources to support ideas in writing. |
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Control of syntax and mechanics Use of language that communicates meaning to readers with clarity and fluency, and is error-free. |
20 points Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. |
15 points Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. |
10 points Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. |
5 points Uses language that sometimes impedes meaning because of errors in usage. |
Critical Thinking
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Level of Mastery |
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4 |
3 |
2 |
1 |
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Technology Innovation - Demonstrate the ability in technology innovation, development and deployment of new technologies across a broad spectrum of industries, planning, problem solving, and decision-making. |
20 points Demonstrate the ability in technology innovation, development and deployment of new technologies; planning, problem solving, and decision-making. |
15 points Demonstrate the ability in development and deployment of new technologies; planning, problem solving, and decision-making. |
10 points Demonstrate the ability in technology development; planning, problem solving, and decision-making. |
5 points Demonstrate the ability in technology development and application of existing technologies. |
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Synthesis of Knowledge - Demonstrate the ability in embodiment, combination, or synthesis of knowledge in original, relevant, valued new products, processes, or services. |
20 points Demonstrate the ability in embodiment, combination, or synthesis of knowledge in original, relevant, valued new products, processes, or services. |
15 points Demonstrate the ability in synthesis of knowledge in original, relevant, valued new products, processes, or services. |
10 points Demonstrate the ability in synthesis of knowledge in relevant, valued products, processes, or services. |
5 points Demonstrate the ability in combination of knowledge in relevant products, processes, or services. |
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Creative Improvements - Demonstrate creative ideas in the aspects of improved quality, creation of new markets, extension of the product range, reduced labor costs, improved production processes, reduced materials, reduced environmental damage, replacement of products/services, reduced energy consumption, conformance to regulations, etc. |
20 points Demonstrate creative ideas in several aspects as mentioned in general. |
15 points Demonstrate creative ideas in at least one aspect as mentioned in general. |
10 points Demonstrate the ability in applying existing ideas for improvements in some aspects as mentioned in general. |
5 points Intend to apply existing ideas for improvements in at least one aspect as mentioned in general. |
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Information - Evaluate credibility of sources of information and opinion. Recognize logical conflict, compatibility, and equivalence. Assess statistical information, generalizations, and reasoning. Determine when additional information is needed for a given purpose. Recognize misleading information. |
20 points Evaluate credibility of sources of information. Recognize logical equivalence. Assess statistical information. Determine additional information for a given purpose. Recognize misleading information. |
15 points Evaluate credibility of sources of information. Recognize logical equivalence. Determine additional information for a given purpose. Recognize misleading information. |
10 points Evaluate credibility of sources of information. Recognize logical equivalence. Recognize misleading information. |
5 points Evaluate credibility of sources of information. Recognize misleading information. |
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Critique Ability - Critique creatively and competently the existing processes, practice, and methodology. Understand and evaluate cause and effect arguments and explanations for improvement. |
20 points Critique creatively the existing processes and methodology. Understand and evaluate cause and effect arguments and explanations for improvement. |
15 points Critique creatively the existing processes and methodology. Understand and evaluate cause and effect arguments. |
10 points Critique the existing processes. Understand and evaluate cause and effect arguments. |
5 points Understand some problems in existing processes. |
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Internal Scoring of Group Project |
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Part I. Member…. |
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Always |
Usually |
Rarely |
Never |
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…attended group meetings. |
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…planned group activities. |
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…assumed a leadership role for a milestone. |
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…participated in group discussions. |
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…contributed research data. |
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…contributed ideas. |
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…contributed time. |
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…developed diagrams, documents, and exhibits. |
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…was reliable in doing his/her work. |
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Part II. Member …. |
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Always |
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Rarely |
Never |
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…had high quality discussions. |
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…had high quality ideas. |
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…had high quality diagrams, documents, and exhibits. |
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…needed prodding. |
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…lacked follow-through. |
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Part III Member…….. |
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Always |
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Rarely |
Never |
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…was ethical in participation in the academic community. |
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…was happy to allow you to do the work and take the credit. |
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…was honest and open on this project. |
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…was effective and trustworthy. |
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…was respectable toward the group members. |
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Using a scale of 100 percent for full participation, rate this team mate. |
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Write any remarks in the space below that you wish to provide support to any of the above items, or any suggestions regarding your team’s project. |
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